Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

CHAPTER THREE:
LANGUAGE ASSESSMENT AND TESTING
Chapter Three addresses language assessment and testing and will 
provide information and resources on how to better support the relation-
ship among teaching, learning, and assessment for EFL teachers in Uz-
bekistan. The guiding question for this chapter is the following: How can 
language teachers use information about their student’s knowledge and 
skills of language before, during, and after a lesson to better support their 
language development? The goal of this chapter is to familiarize teachers 
with the two main areas of language assessment and testing known as 
Assessment for Learning and Assessment of Learning. More specifically, 
Section 3.1 and Section 3.2 will address the Assessment for Learning con-
struct, and will explain how to gather and interpret data about student’s so 
teachers can make informed decisions about how to progress with lessons, 
change in syllabus, or changes in curriculum. Sections 3.3, 3.4, and 3.5 dis-
cuss the Assessment of Learning construct. The section will present infor-
mation about testing concepts, while at the same time introduce teachers 
to basic statistical procedures that all language teachers around the world 
use to support their decision making. 
CHAPTER FOUR:
PRACTICAL EXAMPLES OF TEACHING COMMUNICATIVE
COMPETENCE
Chapter Four provides the reader with practical activities to make con-
nections between teaching sub-skills (i.e., speaking, listening, writing, and 
reading) and the communicative competencies explained in Chapter 1. In 
Section 4.1 we address speaking activities and provide practical examples 
of supporting pragmatic competence. Section 4.2 examines the sub-skill of 
listening and communicative competence. In this section, we will present 
a way to organize a class that targets at developing students’ pragmatic, 
discursive, as well as sociolinguistic competencies through the teaching of 

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RECONCEPTUALIZING LANGUAGE TEACHING
listening. Section 4.3 targets the sub-skill of writing and uses comparative 
analyses to learn how to write in specific English genres. Finally, Section 4.4 
addresses reading and communicative competence. The two main goals 
of this chapter: (1) present a connection between the sub-skills that we 
teach and communicative competencies; and (2) provide practical exam-
ples teachers may use in lesson plans.